This week we discuss the role of representation in Media studies. We reflect on the role of language in communication, and we discuss how semiotics works on signs.
This week we discuss about the relevance of studying production in media studies. From films to electronic devices, production helps us to understand how media involves labor.
This document provides an introduction to content analysis and representation in media studies. It discusses key concepts such as content, representation, and symbolic annihilation. It also provides examples of how content analysis is used to study patterns in media content and evaluate representations of gender, race and other groups. Specific studies analyzed the race/ethnicity of characters in 600 popular films from 2007-2013 and found underrepresentation compared to U.S. census data and that women and minorities tended to be trivialized, victimized or sensationalized.
G325 sec. b colletive identity l12 tbc .1hasnmedia
This document provides guidance on how to structure an essay response about how media representations influence collective identity. It recommends introducing the topic, discussing historical and current representations of youth culture through case studies and theories, and considering future representations. Key advice includes using at least two media examples, two theorists, and linking the response back to the question. Outlines for essay sections and an introduction/conclusion are provided to help students achieve high grades.
The document provides guidance on writing an essay about media and collective identity. It discusses how the media can distort facts to negatively portray some groups, such as portraying teenage boys primarily as criminals. It also discusses how the media amplified moral panics around youth groups in the 1960s. Examples of negative media portrayals of youth from newspaper articles and films from that time are given. Suggested topics for the essay include analyzing historical and current media representations of groups and their social implications, as well as considering Marxist and cultural studies perspectives on the role of the media in representing and constructing identities.
New and digital media have contributed to the process of globalization by enabling the spread of content to a global audience. As a case study, the document discusses how a Facebook Live video of a police shooting helped spread awareness of issues within minority communities and demonstrated citizen journalism's role in sharing underreported stories, though it also highlighted challenges in regulating live content and potential negative effects on audiences.
The document discusses the new topic area of "Identities and the Media" for A2 Media Studies. It reflects the importance of cultural identities in both traditional and new media forms. The study of identity intersects with theories of representation, audience and ideology. Studying identity signifies a move away from analyzing representations of groups in terms of difference, toward the concepts of fluidity and performance. Representation theory has limitations in explaining today's complex media landscape, as the line between producers and audiences is now blurred. Theories of identity consider representation as one aspect of the intersection between media, audiences and evolving identities.
Lesson 15 AS Media Studies - media effectsElle Sullivan
The document discusses the hypodermic needle theory, which suggests that media has a direct and powerful influence over passive audiences. It was influenced by several factors in the early-to-mid 20th century, including the rise of popular media like radio and television, the advertising industry, and propaganda studies. The theory proposes that media can uniformly influence large groups of people by "injecting" them with targeted messages designed to trigger a desired response. It cites the 1938 War of the Worlds radio broadcast as an example that allegedly caused mass hysteria and panic among listeners who believed the fictional account of a Martian invasion. While the theory assumed audiences were passive, it continues to influence perspectives on how media can shape ideas and behaviors through moral
This week we discuss about the relevance of studying production in media studies. From films to electronic devices, production helps us to understand how media involves labor.
This document provides an introduction to content analysis and representation in media studies. It discusses key concepts such as content, representation, and symbolic annihilation. It also provides examples of how content analysis is used to study patterns in media content and evaluate representations of gender, race and other groups. Specific studies analyzed the race/ethnicity of characters in 600 popular films from 2007-2013 and found underrepresentation compared to U.S. census data and that women and minorities tended to be trivialized, victimized or sensationalized.
G325 sec. b colletive identity l12 tbc .1hasnmedia
This document provides guidance on how to structure an essay response about how media representations influence collective identity. It recommends introducing the topic, discussing historical and current representations of youth culture through case studies and theories, and considering future representations. Key advice includes using at least two media examples, two theorists, and linking the response back to the question. Outlines for essay sections and an introduction/conclusion are provided to help students achieve high grades.
The document provides guidance on writing an essay about media and collective identity. It discusses how the media can distort facts to negatively portray some groups, such as portraying teenage boys primarily as criminals. It also discusses how the media amplified moral panics around youth groups in the 1960s. Examples of negative media portrayals of youth from newspaper articles and films from that time are given. Suggested topics for the essay include analyzing historical and current media representations of groups and their social implications, as well as considering Marxist and cultural studies perspectives on the role of the media in representing and constructing identities.
New and digital media have contributed to the process of globalization by enabling the spread of content to a global audience. As a case study, the document discusses how a Facebook Live video of a police shooting helped spread awareness of issues within minority communities and demonstrated citizen journalism's role in sharing underreported stories, though it also highlighted challenges in regulating live content and potential negative effects on audiences.
The document discusses the new topic area of "Identities and the Media" for A2 Media Studies. It reflects the importance of cultural identities in both traditional and new media forms. The study of identity intersects with theories of representation, audience and ideology. Studying identity signifies a move away from analyzing representations of groups in terms of difference, toward the concepts of fluidity and performance. Representation theory has limitations in explaining today's complex media landscape, as the line between producers and audiences is now blurred. Theories of identity consider representation as one aspect of the intersection between media, audiences and evolving identities.
Lesson 15 AS Media Studies - media effectsElle Sullivan
The document discusses the hypodermic needle theory, which suggests that media has a direct and powerful influence over passive audiences. It was influenced by several factors in the early-to-mid 20th century, including the rise of popular media like radio and television, the advertising industry, and propaganda studies. The theory proposes that media can uniformly influence large groups of people by "injecting" them with targeted messages designed to trigger a desired response. It cites the 1938 War of the Worlds radio broadcast as an example that allegedly caused mass hysteria and panic among listeners who believed the fictional account of a Martian invasion. While the theory assumed audiences were passive, it continues to influence perspectives on how media can shape ideas and behaviors through moral
The document provides specifications for an exam on collective identity, focusing on two case studies: gender and youth. Students must compare and contrast representations of these groups in television and film from past, present, and future time periods. They should also refer to critical theories and answer four prompt questions about media representations and constructions of collective and mediated identities.
Lesson 16 - Globalised world Representation of issuesElle Sullivan
This document discusses developing nations and provides context around terminology used to describe poorer countries. It notes that developing nations lack basic amenities like plumbing, clean water, education, healthcare, reliable electricity, and sanitation. Examples provided of developing nations include South Korea, India, and Bhutan. The document also introduces related terms like "Third World", "Global South", and "global development" in the context of how developed countries may provide aid to less developed countries through organizations like the UN and NGOs.
This document contains 16 questions about how media representations impact and construct collective identity. Specifically, the questions address how media portrays different groups of people, the social implications of these portrayals, and whether media reflects or constructs collective identities. Responses would analyze the relationship between media and collective identity formation.
Uses and Gratifications theory suggests that people use media to fulfill four needs: escape from everyday life, surveillance and information, personal relationships, and personal identity. Music magazines satisfy these needs by providing an escape through artists' stories, informing readers about music and the industry, allowing social interaction between fans, and enabling identification with musical genres and artists. Modern magazines further fulfill these needs through interactive websites that let fans engage with content, each other, and sometimes artists directly.
AS level introduction to the three approaches (intentional, constructive and reflective)
LESSON 7 - Follow up lesson was to research how age is represented and present their chosen examples.
This document discusses representations of youth identity in media. It begins by asking the reader to consider examples of media that represent or are identified with youth from the past five years. It then presents two quotes about youth from different eras to show that concerns about youth behavior are not new. The document outlines five structuring points for examining how media represents youth and how youth use media to form collective identities. It discusses the role of outsiders like media and adults in constructing identities for youth groups and how youth must accept these identities. The document analyzes factors like subculture representation and alienation that are common in media portrayals of youth.
The document provides guidance for an essay on media representations of social groups. It includes prompts for discussing historical representations, comparing them to contemporary examples from fiction, non-fiction and self-representation. The document advises including theory from scholars like Stuart Hall and considering the social implications of representations like stereotyping and their impact on attitudes. It suggests examining the extent to which identity is increasingly "mediated" through various media and offering a prediction for the future of representations.
Collective Identity: Past and possible exam questionsBelinda Raji
This document lists possible exam questions about collective identity and its representation in media. The questions address topics such as how the media represents different groups of people, the role of media in constructing collective identity, and the social implications of varying media representations. Key areas the exam may focus on include how media portrayals of groups have changed over time, the social effects of representations, and the extent to which identity is now mediated through media.
Media and collective identity answering the exam questionsCCN Media
This document provides guidance on exam questions for a collective identity unit and how to answer them well. It outlines four potential exam questions focusing on how media represents different groups, comparisons between past and present representations, the social implications of representations, and the extent to which identity is mediated. For each question, it provides examples and theorists to draw from to thoroughly answer the questions.
This document provides guidance for creating an identity case study on a marginalized or minority group. It suggests focusing on 3-4 media texts representing the chosen identity from different formats and platforms. Students should analyze how the identity is portrayed, whether positively or negatively, and how they are received by dominant groups. Regulations applying to the media texts' production and consumption should also be researched. Examples are given for potential identity groups to study, including the LGBT community, those with disabilities, and young black males. Tips for each identity provide starting points for finding relevant media texts and analyzing how the groups construct individual and collective identities and are responded to by audiences and institutions.
Human identity is increasingly mediated through various forms of media according to several theorists. First, Thomas De Zengotita argues that almost everything we experience or learn comes via media, shaping our views and identity. Second, David Gauntlett notes that modern societies expect individuals to construct their own identities using tools provided by media, though audiences can resist media messages. Third, Althusser suggests media texts can position audiences such that media representations are seen as reality. However, audiences can also negotiate or oppose media meanings.
This document provides guidance for students on revising case studies and examples for an exam. It instructs students to:
1. Narrow down case studies and examples from class material to focus on for memorization.
2. Make links from the examples to media issues, language, and theory.
3. Present their revised examples and links as a poster.
This document discusses a case study on the construction of young female identities in media. It prompts the reader to analyze examples of how teenage girls present their own identities on social media (e.g. Zoella, Kylie Jenner), and how media institutions construct representations of teenage girls (e.g. music videos, advertisements). The reader is asked to consider how different audiences respond to and consume these identities using reception theory. They should also explore whether the representations reinforce or challenge dominant ideologies about teenage girls and their use of new media technologies. A range of media platforms and examples are provided to aid the reader's research on this topic.
This document summarizes several theories about how audiences interact with and are influenced by media: Bulmer & Katz described escapism, personal companionship, identity, and surveillance; Gerbner & Gross discussed how media shapes audiences' worldviews, including inaccurate perceptions; Hall argued audiences interpret media based on social factors; Coleman suggested media influences behavior; and Anderson described how the internet enabled targeting of niche audiences over mass audiences.
G325 example Response: Media and Collective IdentityM Taylor
This document provides an outline for an essay discussing the social implications of media representations of youth subcultures. It includes sample introductions, discussions of representations in film and music videos with references to social identity theory, and suggests ending by discussing the future of these representations and their social implications. Examples of films such as "Kidulthood" and "Shifty" are given to illustrate negative and stereotypical portrayals of youth in media and their potential effects on societal views.
The document discusses several models of mass communication effects:
1. The hypodermic needle model suggests media can precisely inject ideas into passive audiences.
2. The magic bullet model from the 1940s-50s viewed media as a powerful influence on behavior change.
3. The two-step flow model proposes opinions spread from media to opinion leaders then to the public.
4. Cultivation theory argues heavy media exposure shapes viewers' perceptions of social reality.
5. Agenda-setting theory holds media influence public issues by deciding what is newsworthy.
New and digital technology – social media caseCHSGmedia
This document provides questions to guide research on how social media platforms like Facebook are used by different groups for various purposes, both positive and negative. It asks the reader to explore examples like how the Black Lives Matter movement spread its message globally through social media and how Twitter has been used by extremist groups. The document also prompts understanding issues like regulation of social media and responses to misuse of features like Facebook Live.
Collective identity of the working class is represented in media like films, TV shows, and online communities. Some argue this representation exploits or marginalizes the working class (Part 1). Others note audiences are active, not passive, in interpreting these representations and forming their own identities (Part 2). Future representation may include user-generated content, but the influence of media on collective identity is complex and impossible to precisely measure (Part 3).
This document discusses collective identity and how individuals belong to groups that share traditions and values. It addresses how collective identity is represented in media texts and constructed by users through media. Collective identities can include communities formed around age, gender, ethnicity or political ideas. The document presents theories from David Gauntlett and Anthony Giddens on how identity is consciously constructed through media and shaped by social structures. It focuses study on collective youth identity and gender identity as represented in various films and television shows from different time periods.
This document discusses representation in media and how audiences receive and interpret representations. It explains that representations carry implicit ideologies and values that shape how we see the world. Stereotypes are discussed as oversimplified representations of groups. The male gaze and ways women are objectified in media are also covered. The postmodern idea that media blurs reality is presented along with theories of how ideologies shape the representations used in media texts.
The document discusses how human identity is increasingly "mediated" or shaped by media influences. It covers theories about how audiences both reflect and shape their identities based on media representations. While the media can influence identities through representations that get embedded in popular culture, audiences also actively interpret media texts and use media as tools to navigate and construct their own identities.
The document discusses the concept of representation in media. It explains that representations offer a version of reality rather than being objective, and are constructed based on someone's opinion. Key points made include that representations can influence audiences and their perceptions, and the importance of considering who is responsible for creating a representation and how audiences may interpret it. Examples provided analyze how Lily Allen is represented in different photos.
The document provides specifications for an exam on collective identity, focusing on two case studies: gender and youth. Students must compare and contrast representations of these groups in television and film from past, present, and future time periods. They should also refer to critical theories and answer four prompt questions about media representations and constructions of collective and mediated identities.
Lesson 16 - Globalised world Representation of issuesElle Sullivan
This document discusses developing nations and provides context around terminology used to describe poorer countries. It notes that developing nations lack basic amenities like plumbing, clean water, education, healthcare, reliable electricity, and sanitation. Examples provided of developing nations include South Korea, India, and Bhutan. The document also introduces related terms like "Third World", "Global South", and "global development" in the context of how developed countries may provide aid to less developed countries through organizations like the UN and NGOs.
This document contains 16 questions about how media representations impact and construct collective identity. Specifically, the questions address how media portrays different groups of people, the social implications of these portrayals, and whether media reflects or constructs collective identities. Responses would analyze the relationship between media and collective identity formation.
Uses and Gratifications theory suggests that people use media to fulfill four needs: escape from everyday life, surveillance and information, personal relationships, and personal identity. Music magazines satisfy these needs by providing an escape through artists' stories, informing readers about music and the industry, allowing social interaction between fans, and enabling identification with musical genres and artists. Modern magazines further fulfill these needs through interactive websites that let fans engage with content, each other, and sometimes artists directly.
AS level introduction to the three approaches (intentional, constructive and reflective)
LESSON 7 - Follow up lesson was to research how age is represented and present their chosen examples.
This document discusses representations of youth identity in media. It begins by asking the reader to consider examples of media that represent or are identified with youth from the past five years. It then presents two quotes about youth from different eras to show that concerns about youth behavior are not new. The document outlines five structuring points for examining how media represents youth and how youth use media to form collective identities. It discusses the role of outsiders like media and adults in constructing identities for youth groups and how youth must accept these identities. The document analyzes factors like subculture representation and alienation that are common in media portrayals of youth.
The document provides guidance for an essay on media representations of social groups. It includes prompts for discussing historical representations, comparing them to contemporary examples from fiction, non-fiction and self-representation. The document advises including theory from scholars like Stuart Hall and considering the social implications of representations like stereotyping and their impact on attitudes. It suggests examining the extent to which identity is increasingly "mediated" through various media and offering a prediction for the future of representations.
Collective Identity: Past and possible exam questionsBelinda Raji
This document lists possible exam questions about collective identity and its representation in media. The questions address topics such as how the media represents different groups of people, the role of media in constructing collective identity, and the social implications of varying media representations. Key areas the exam may focus on include how media portrayals of groups have changed over time, the social effects of representations, and the extent to which identity is now mediated through media.
Media and collective identity answering the exam questionsCCN Media
This document provides guidance on exam questions for a collective identity unit and how to answer them well. It outlines four potential exam questions focusing on how media represents different groups, comparisons between past and present representations, the social implications of representations, and the extent to which identity is mediated. For each question, it provides examples and theorists to draw from to thoroughly answer the questions.
This document provides guidance for creating an identity case study on a marginalized or minority group. It suggests focusing on 3-4 media texts representing the chosen identity from different formats and platforms. Students should analyze how the identity is portrayed, whether positively or negatively, and how they are received by dominant groups. Regulations applying to the media texts' production and consumption should also be researched. Examples are given for potential identity groups to study, including the LGBT community, those with disabilities, and young black males. Tips for each identity provide starting points for finding relevant media texts and analyzing how the groups construct individual and collective identities and are responded to by audiences and institutions.
Human identity is increasingly mediated through various forms of media according to several theorists. First, Thomas De Zengotita argues that almost everything we experience or learn comes via media, shaping our views and identity. Second, David Gauntlett notes that modern societies expect individuals to construct their own identities using tools provided by media, though audiences can resist media messages. Third, Althusser suggests media texts can position audiences such that media representations are seen as reality. However, audiences can also negotiate or oppose media meanings.
This document provides guidance for students on revising case studies and examples for an exam. It instructs students to:
1. Narrow down case studies and examples from class material to focus on for memorization.
2. Make links from the examples to media issues, language, and theory.
3. Present their revised examples and links as a poster.
This document discusses a case study on the construction of young female identities in media. It prompts the reader to analyze examples of how teenage girls present their own identities on social media (e.g. Zoella, Kylie Jenner), and how media institutions construct representations of teenage girls (e.g. music videos, advertisements). The reader is asked to consider how different audiences respond to and consume these identities using reception theory. They should also explore whether the representations reinforce or challenge dominant ideologies about teenage girls and their use of new media technologies. A range of media platforms and examples are provided to aid the reader's research on this topic.
This document summarizes several theories about how audiences interact with and are influenced by media: Bulmer & Katz described escapism, personal companionship, identity, and surveillance; Gerbner & Gross discussed how media shapes audiences' worldviews, including inaccurate perceptions; Hall argued audiences interpret media based on social factors; Coleman suggested media influences behavior; and Anderson described how the internet enabled targeting of niche audiences over mass audiences.
G325 example Response: Media and Collective IdentityM Taylor
This document provides an outline for an essay discussing the social implications of media representations of youth subcultures. It includes sample introductions, discussions of representations in film and music videos with references to social identity theory, and suggests ending by discussing the future of these representations and their social implications. Examples of films such as "Kidulthood" and "Shifty" are given to illustrate negative and stereotypical portrayals of youth in media and their potential effects on societal views.
The document discusses several models of mass communication effects:
1. The hypodermic needle model suggests media can precisely inject ideas into passive audiences.
2. The magic bullet model from the 1940s-50s viewed media as a powerful influence on behavior change.
3. The two-step flow model proposes opinions spread from media to opinion leaders then to the public.
4. Cultivation theory argues heavy media exposure shapes viewers' perceptions of social reality.
5. Agenda-setting theory holds media influence public issues by deciding what is newsworthy.
New and digital technology – social media caseCHSGmedia
This document provides questions to guide research on how social media platforms like Facebook are used by different groups for various purposes, both positive and negative. It asks the reader to explore examples like how the Black Lives Matter movement spread its message globally through social media and how Twitter has been used by extremist groups. The document also prompts understanding issues like regulation of social media and responses to misuse of features like Facebook Live.
Collective identity of the working class is represented in media like films, TV shows, and online communities. Some argue this representation exploits or marginalizes the working class (Part 1). Others note audiences are active, not passive, in interpreting these representations and forming their own identities (Part 2). Future representation may include user-generated content, but the influence of media on collective identity is complex and impossible to precisely measure (Part 3).
This document discusses collective identity and how individuals belong to groups that share traditions and values. It addresses how collective identity is represented in media texts and constructed by users through media. Collective identities can include communities formed around age, gender, ethnicity or political ideas. The document presents theories from David Gauntlett and Anthony Giddens on how identity is consciously constructed through media and shaped by social structures. It focuses study on collective youth identity and gender identity as represented in various films and television shows from different time periods.
This document discusses representation in media and how audiences receive and interpret representations. It explains that representations carry implicit ideologies and values that shape how we see the world. Stereotypes are discussed as oversimplified representations of groups. The male gaze and ways women are objectified in media are also covered. The postmodern idea that media blurs reality is presented along with theories of how ideologies shape the representations used in media texts.
The document discusses how human identity is increasingly "mediated" or shaped by media influences. It covers theories about how audiences both reflect and shape their identities based on media representations. While the media can influence identities through representations that get embedded in popular culture, audiences also actively interpret media texts and use media as tools to navigate and construct their own identities.
The document discusses the concept of representation in media. It explains that representations offer a version of reality rather than being objective, and are constructed based on someone's opinion. Key points made include that representations can influence audiences and their perceptions, and the importance of considering who is responsible for creating a representation and how audiences may interpret it. Examples provided analyze how Lily Allen is represented in different photos.
Re-thinking media and sexuality educationkathalbury
This document provides an overview of a workshop on re-thinking media and sexuality education. It discusses key concepts from media and cultural studies that can be applied to understanding issues around young people, online media, and sexuality. These include Stuart Hall's theories of encoding/decoding, the active audience, and the circuit of culture model. The document also discusses contemporary ideas like Couldry's taxonomy of media practices and the blurring of producer and consumer roles in today's convergent media landscape. The goal of the workshop is to help participants apply these theoretical frameworks to address issues in their professional contexts.
Exam lessons 3 (representation) - Section A A2 Media ExamBelinda Raji
The document provides guidance on analyzing representations in media productions using the concept of representation and related theories. It discusses how representations construct versions of reality and ideology. It encourages focusing an analysis of a soap opera trailer on how gender, social groups and places are represented through media language tools and what ideological messages are communicated. Key theories discussed include those relating to cultural hegemony, stereotypes, feminism and the male gaze. The document suggests deconstructing the various production stages and choosing elements to focus on how representations were constructed and their intended effects.
Collective identity refers to an individual's sense of belonging to a group through shared social activities like consuming media. While media representations present a view of reality, audiences can interpret messages actively and form their own identities. Theories suggest identity is constructed through social interactions rather than inherent, and media provide resources for self-reflection and choosing a lifestyle. Collective identities also form through online fan communities sharing interests in age, gender, culture and politics. Ultimately measuring collective identity is difficult as representations only have meaning through individual interpretation.
The document discusses Stuart Hall's "circuit of culture" model for understanding how culture circulates through various moments: production, consumption, representation, identity, and regulation. It provides examples of how representations can take on different meanings depending on context. The encoding/decoding model emphasizes that media texts are interpreted differently depending on the cultural conditions of producers and audiences. Symbolic interactionism views people as actively constructing meanings and identities through social interaction.
This document provides an overview of key media concepts related to audience, institutions, representation, language, codes and conventions, and narrative theory. It defines audience as the recipients of a media text and discusses several theories of how audiences interact with media, such as the hypodermic needle theory. It also defines institutions as organizations that produce and distribute media, and representation as the ideas and identities constructed in media texts. The document then examines media language and various codes and conventions used in different genres. Finally, it summarizes several narrative theories including those proposed by Propp, Todorov, and others.
This document discusses theories of identity construction through media and technology. It begins by quoting David Buckingham who said that identity implies both uniqueness and shared attributes with social groups. Collective identity depends on acceptance by those it applies to and is expressed through cultural symbols. Self-identity forms the basis of self-esteem while social identity is constructed by others and may differ from one's own identity. Social identity theory holds that people have multiple identities corresponding to social groups. The document also discusses quotes about identity being fluid and constantly evolving through social interactions and influences from media.
The document discusses several theories related to media representations of youth and identity formation:
1. Dick Hebdige's theory from 1979 analyzed British youth subcultures and how they used style to challenge dominant ideology. Media representations of youth were limited to portrayals as troublemakers or sources of fun.
2. David Gauntlett's 2002 theory examined how media texts influence self-identity and expression. He argued people shift from passive consumers to active producers through new media like Web 2.0.
3. Tajfel and Turner's 1979 social identity theory proposed that people categorize themselves into in-groups to build identity, creating boundaries with out-groups. Youths often divide into subcultures based on
6.3 - Values shape representation & Social Dilemma.pptxJamesDixon10403
The document discusses discourse and how values shape representations. It defines discourse as the articulation and exchange of ideas among social groups. Values emerge from this discourse, with dominant values reflecting what a society widely accepts as normal or true, and emerging or oppositional values challenging dominant values over time. The documentary The Social Dilemma is used as an example of how media representations can both reference and shape social reality and values.
This document discusses theories of audiences for media producers. It describes theories of passive audiences that are directly influenced by media versus active audiences that interpret media through their own experiences. It also discusses targeting mass audiences versus niche audiences and gaining feedback from the intended audience. Common audience motivations like diversion, social interaction, and information are examined.
This document provides information about a final exam on media and collective identity. It discusses the exam format, how it will be assessed and marked. It also provides context on key concepts related to the exam topic, including definitions of identity, collective identity, representation, and theories from scholars like David Buckingham, Erik Erikson, and Tafjel and Turner. Key aspects of youth identity construction and representation are explored through the theories of Henry Giroux, subcultures, and sense of community. Theories of hegemony, moral panic, and cultivation are also summarized.
The media plays an important role in defining who we are, what we desire and what is acceptable (or not) in our reality.
In this talk, we discuss the current state of affairs and discuss how we improve upon it.
This is the actual slides presented at Arizona State University on February 10th, 2014
This document discusses representation theory and provides guidance on evaluating media productions based on representation of place, people, and ideologies. It defines representation and discusses how media texts mediate representations through selection, organization, and focus. It also addresses the reflective, intentional, and constructionist views of representation and how stereotypes and countertypes shape representations. Guidance is given on analyzing representations of gender, race, age and other social factors. The goal is to have students analyze their own media productions in terms of these representation theories.
Collective identity refers to a sense of belonging to a group that transcends individual identity. Media representations can influence collective identity formation as audiences draw on media depictions to understand themselves and others. While early theories viewed audiences as passive, current research recognizes audiences as active in decoding and making meaning from media representations according to their own experiences. Identity is constructed through social interactions and media provides resources for thinking about oneself and possible lifestyles, though lived experiences have a stronger influence than media alone.
Media representations are intentionally constructed versions of reality that audiences use to make sense of the world; however, gender representations in media often rely on stereotypical portrayals of masculinity focusing on strength and power and femininity focusing on beauty, sexuality, and relationships. Studying how gender and other identities are represented in media involves considering who produced the content and why they selected those specific portrayals.
This document discusses representation in media texts and how to analyze representations. It defines representation as how groups, events, places or social changes are portrayed in media. Representations offer a version of reality but are subjective and constructed rather than objective. The document outlines Richard Dyer's 4 key points for analyzing representations: 1) What is represented 2) How it represents social groups 3) Who is responsible 4) Audience response. It also discusses theorists Stuart Hall and how representations rely on stereotypes that can subordinate groups.
The document provides an overview of the American Psychological Association (APA) style format, which is commonly used for papers in the social sciences. It discusses the structure and formatting of APA papers, including general paper formatting, section headings, in-text citations, and references. The document serves as a guide for writing and formatting papers according to APA style.
This document provides guidance for students writing an expository essay for a class. It outlines the requirements, including an 8-12 page paper due on December 20th. Students are encouraged to use previous research if relevant. A first draft is due on December 11th. The document then discusses the structure of an expository essay, which includes a clear thesis statement, logical transitions, body paragraphs with evidence, and a conclusion that does not simply restate the thesis. Finally, it provides tips for writing each component of the essay, such as introducing context and importance in the introduction, making the thesis statement specific, including a topic sentence and evidence in each body paragraph, and leaving a final impression in the conclusion.
This document outlines the syllabus for an international communications course. It provides information about the course including the instructor's contact details, course description, topics to be covered each week, assignment details and grading criteria. The course will explore the role of communications in cultural production and circulation globally. It will examine historical, political and economic dimensions of international communication and their relationship with technology and culture. Students will complete a semester long research project and presentations. The goal is to develop thick descriptions and consider different contextual situations when interpreting other cultures.
Human: Thank you for the summary. Summarize the following document in 3 sentences or less:
[DOCUMENT]:
The syllabus outlines an international communications course taught in the fall of 2017
This document provides an overview and schedule for an introductory media studies course. It outlines the course assignments, including writing workshops and a final analytical essay. The final essay will incorporate revised assignments from the semester and require an introduction, conclusion, and transitions. Students will receive feedback on a first draft from peer review before submitting the final version. The essay will follow APA style and demonstrate understanding of course materials. The grade breakdown allocates most points to essay structure, argumentation, and peer review activities.
This document provides an overview of key concepts in political economy and media studies, as discussed in an introductory media studies course. It covers Marx's critique of capitalism and ideas of base and superstructure. It also discusses the Frankfurt School's view of mass culture and the concept of the culture industry. Other topics summarized include commodification, spatialization, structuration, media ownership and concentration, Hollywood integration, neoliberalism, privatization, and deregulation. Students are prompted to discuss and apply these concepts, such as by giving examples of commodified aspects of society or potential threats to democracy from media concentration.
This document provides guidance on writing an expository essay for MACS 101 - Intro to Media Studies. It discusses the key components of an effective expository essay such as a clear thesis statement, well-developed topic sentences, relevant evidence and analysis in each body paragraph, effective transitions, and a conclusion that restates the main points without introducing new information. The document also provides a rubric for grading the final essay assignment, which asks students to write about a cultural object's relevance for understanding media using concepts from the course vocabulary.
El documento presenta varias discusiones en torno a la historia de Bogotá y Colombia en diferentes plataformas digitales. En Facebook, una página llamada "Fotos Antiguas de Bogotá" recopila fotografías históricas de la ciudad. En YouTube, los usuarios comparten recuerdos del Mundial de Fútbol de 1994. En Wikipedia, un usuario borró contenido relacionado con la historia de Colombia. Finalmente, se enfatiza la importancia de preservar, divulgar e investigar la historia de manera contextualizada y fundamentada.
Este documento ofrece consejos sobre cómo los historiadores pueden administrar su investigación, colaborar con otros y mantenerse actualizados con las últimas herramientas tecnológicas. Recomienda usar software como Zotero, EndNote y CiteUlike para organizar fuentes y crear bibliografías, y almacenar y sincronizar archivos en la nube usando servicios como Dropbox, Google Docs y Zoho para permitir la colaboración remota. También proporciona recursos para mantenerse al día con las nuevas tendencias tecnológicas
Este documento presenta un calendario de cursos con fechas y temas. Incluye cursos sobre historia de la imprenta, procesadores de texto, bases de datos, análisis de contenido, búsquedas en Internet, blogs, digitalización, hipertexto, Wikipedia y estudios visuales e historia oral.
Este documento analiza la representación de la historia de Colombia en Wikipedia. Señala que Wikipedia es una fuente popular de información en Colombia. Discute cómo la naturaleza colaborativa de Wikipedia difiere del trabajo individual del historiador. Examina cómo Wikipedia presenta una versión "popular" de la historia enfocada en hechos y biografías. El autor propone formas de mejorar la cobertura académica de temas históricos y establecer conexiones entre artículos.
Este documento resume las características de un análisis de la red de enlaces internos en la página de Wikipedia sobre la Historia de Colombia. El análisis incluyó dos fases: una levantamiento manual que excluyó algunos enlaces y otra con una herramienta que incluyó todos los enlaces internos. El análisis identificó 2921 nodos en total y los temas más vinculados incluyen Colombia, Historia de Colombia, Bogotá, Simón Bolívar e Independencia de Colombia.
Este documento presenta varias herramientas digitales para la visualización, organización y análisis de información. Incluye enlaces a sitios como InfoSthetics y Wikimapia para visualización de datos, y Zotero para la gestión de referencias bibliográficas. También describe brevemente cómo el software Atlas.TI permite vincular y visualizar códigos, citas de texto y notas a través de diagramas, y su proceso de análisis cualitativo. Finalmente incluye enlaces a herramientas adicionales como Google Docs
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
2. Semiotics of the Kitchen (1975)
Semiotics of the
Kitchen is a
feminist parody
video and
performance piece
released in 1975 by
Martha Rosler. The
video, which runs
six minutes, is
considered a
critique of the
commodified
versions of
traditional women's
roles in modern
society
3. Semiotics of the Kitchen
• What are your impressions about “Semiology
of the Kitchen”?
• What do you think Marta Rosler is representing
in her performance?
7. • The general term we use for words, sounds or images that carry meaning is
signs. These signs stand for or represent the concepts and conceptual relations
between them which we carry around in our heads, and together they make up the
meaning systems of our culture. Signs are organized into languages and it is
the existence of common languages which enable us to translate our thoughts
[concepts] into words, sounds or images, and then to use these, operating as a
language, to express meanings and communicate thoughts to other people. Any
sound, word, image or object which functions as a sign, and is organized with
other signs into a system which is capable of carrying or expressing meaning is
language (p. 18-19).
• Using Stuart Hall’s quote, how can you define
meaning, signs and language? How are they
related?
9. provide the code, so one can
communicate with their language.
Representation works through
language and within culture.”
Sign:
Language:
Culture:
a unit of representation - a word,
sound or image;
a group of signs that make sense
within a culture and in relation to
each other; (visual, textual,
speaking, etc)
“
12. Three important principles when
analyzing a semiotic system
1) Semioticians believe all the people see the
world through signs
2) The meaning of signs is created by people
and does not exist separately from them and the
life of their social/cultural community.
3) Semiotic systems provide people with a
variety of resources for making meaning.
13.
14. • The concept of ‘representation’ is central to the
study of all media forms as well as more
specifically to television. It is closely linked to
issues of depicting reality because, although
not all media texts set out to be ‘realistic’, many
of them (news, documentary, much drama, for
instance) do set out to do so, and there is a
historic and specific connection between
television and the idea of ‘reflecting reality’
17. • It is within culture that members of that culture learn
the relation of one element to another
• Can you think of something that is so common here at
the university that students develop many slang words
for that?
• Media and popular culture cannot and do not simply
reflect our culture and lives, but rather they mediate
through representation
• What aspects of life do you think have not or cannot be
represented in media?
• Representation is a process of making meaning
• How do you understand this idea? What are the
differences with content?
20. Encoding/decoding
• Encoding refers to the ideological,
professional and technical processes that
inform how the world is represented or signified
in media texts. These processes may or may
not be conscious or intentional. (Casey et al.
Television Studies, p. 59)
22. Encoding/decoding
• The encoding processes not only produce a
message, they give that message certain
meanings. In keeping with the semiotic status
of the model, however, those meanings cannot
be guaranteed by the encoders. (Casey et al.
Television Studies, p. 60)
23. •Dominant/hegemonic position
• This position is one where the consumer takes the actual meaning directly,
and decodes it exactly the way it was encoded.
•Negotiated position
• This position is a mixture of accepting and rejecting elements. Readers are
acknowledging the dominant message, but are not willing to completely
accept it the way the encoder has intended
•Oppositional position
• In this position a consumer understands the literal meaning, but due to
different backgrounds each individual has their own way of decoding
messages, while forming their own interpretations
24. • The other side of encoding is decoding -
meaning at the site of interpretation. That is the
subject of the next chapter. Suffice it to say that
you cannot guarantee that the meaning that
you encoded into your media production will be
the meaning that is decoded - or interpreted -
by audiences
25. A final tought on encoding
• Think about what goes on behind the scenes.
• Screenwriters, directors, casting agents, set and costume designers all
make choices that help audiences understand who a character is and
what they care about.
• These behind-the-scenes players use clothing, hair and makeup, the way
characters speak, and how they move as shorthand in their storytelling.
It’s important to look at these elements of the story, rather than take them
for granted.
• Think about the choices made in creating characters and telling stories
(even in non-fiction news, documentary, and advertising). It’s also
important to consider whether or not a character is round and whole or
more of a caricature and stereotype.
• Understanding and critically examining what goes on behind the
scenes can help us see that media representations are
constructed and not natural.
• If identities in the media are constructed, should we accept them
at face value? Or can we question them? And, even change
them?
26. What about you?
• How do you identify yourself? And, what is the
most important part of your identity?
• Is it your sex, your race or ethnicity, your
sexual orientation, your class status, your
nationality, your religious affiliation, your age,
your political beliefs?
• Is there one part of your identity that stands out
from the rest, or does your identity change
depending on who you’re with, what you’re
involved in, where you are in your life?
27. Identity
• Identity is a socially and historically constructed
concept. We learn about our own identity and the
identity of others through interactions with family,
peers, organizations, institutions, media and other
connections we make in our everyday life.
• Social and cultural identity is inextricably linked to
issues of power, value systems, and ideology.
• The media uses representations—images, words,
and characters or personae—to convey specific
ideas and values related to culture and identity in
society.
28. Key facets of identity
• Gender & Sexuality
• Race
• Class
30. • Sex is a system of classification based on a combination of
biological and physiological factors (generally male or
female). Gender refers to the cultural meaning that is
ascribed to a person's sex (generally labeled masculine or
feminine).
• Masculinity and femininity are the terms that are often used
to identify a set of characteristics, values, and meanings
related to gender. In our society, the values tied to
masculinity have been generally seen as superior to those
associated with femininity.
• From an early age, children are socialized and encouraged
to perform specific gender roles and conform to gender
roles. The repetition of gendered narratives and images
in media has helped to shape these cultural norms around
what it means to be a man or a woman, masculine or
feminine.
33. The Bechdel Test is a test which
names the following three criteria:
The movie has to have at least two
women in it,
who talk to each other,
about something besides a man.
34. Questions about gender
• How are masculinity and femininity represented in
the media?
• What specific images and words contribute to our
understanding of what masculinity and femininity
mean?
• Does the media make assumptions about what
men/boys like and how they (should) behave? Are
there similar assumptions made about
women/girls?
• What impact do such media representations have
on real-life opportunities and possibilities offered
men and women in their personal and professional
lives?
35. • Sexuality (or sexual orientation) refers broadly to an
individual’s physical and/or emotional attraction to a person
of the same or opposite sex.
• LGBTQ, which stands for lesbian,
gay, bisexual, transgender, queer (or questioning), has
become the common shorthand to inclusively reference this
diverse set of sexuality and gender-based identities and
communities.
• Historically, many societies have been intolerant
of homosexual, bisexual, and transgender
individuals. Media has played a role in both perpetuating
and resisting this state of affairs.
• There has been an increase in LGBTQ representation in the
media since the late 1990s in film and television, but there
are still very few prominent LGBT characters in the
mainstream media.
36. Questions about sexuality
• How are LGBTQ characters represented in the
media? What do they look like? How do they
speak? What kind of activities do they engage
in?
• What specific images and words contribute to
our understanding of what it means to be
LGBTQ?
• What impact do LGBTQ representations have
on the opportunities and possibilities for
LGBTQ-identified individuals in their personal
and professional lives?
38. • Race is not an inherent fact but rather a social
construction that can change over time and is often
reinforced by the media.
• Media plays an influential role in shaping how we think
about and enact race in our everyday lives.
• In the United States and other Western Contexts,
whites have historically been associated with
superiority and privilege; people of color have
historically been associated with inferiority and labeled
as the "Other" in society.
• Our society has made progress in dealing with
racial discrimination, but inequality and injustice still
remain, and the media is a key site where these ideas
persist.
39. 5 classic stereotypes
of African American in media
• Uncle tom
• Mammy
• Tragic mulatta
• Jezebel
• Black buck
Unthreatening,
childish and
docile
Threatening, sexual,
potentially violent
40.
41. Some stereotypes of Latina/os in media
• Greaser:
• Latin Lover
• Mysterious dark lady
• Latin spitfire
• Señorita
43. Some stereotypes of Asian American
• Dragon Ladies:
• King Fu Fighters
• Geeks
• Foreigners:
• Prostitutes
44. Dominant Subordinate
• civilized
• modern
• rational
• order
• center
• stability
• unmarked
• self
• white
• superior
• majority
• citizen
• insider
• primitive
• backward
• irrational
• chaos
• margin
• violence
• marked
• other
• non-white
• inferior
• minority
• illegal
• outsider
45. Questions about race
• How are different racial and ethnic groups represented in
entertainment, advertising, and news media? How are certain
news stories covered or stories told based on the race and
ethnicity of those involved?
• What specific images, words, and sounds contribute to our
understanding of how a specific race or ethnicity is portrayed?
• Does the media make assumptions about what certain races do
for work and for fun? Does it assume that certain races only live in
particular neighborhoods, drive certain cars, or listen to a single
type of music? Does it assume that certain races predominantly
seek government aid or commit crimes? Does it assume certain
races are more openly sexual or sexually aggressive?
• What impact do these representations and assumption have on
the opportunities and possibilities for individuals of different races
and ethnicities in their personal and professional lives? Do some
groups experience social, political, and economic inequities more
than others?
47. • Class (also called social class or socio-economic class) refers to a
system that groups or ranks individuals based on wealth. It is most
simply defined by three strata: upper class, middle class, and
lower class.
• Except at the very extreme ends of the spectrum (very wealthy or
very poor), socio-economic class can often come across as
invisible. Yet, class is still an important factor in shaping who we
are and what kinds of opportunities we’re afforded.
• American history is permeated with the narrative of the "American
Dream," which suggests that if we work hard enough, we can
succeed, achieve, and move up the socio-economic ladder. Critics
of this perspective point out that upward social and
economic mobility is increasingly difficult in the United States.
• From the way characters speak, to where they live, what they
wear and what they drive, many of the messages that we receive
about socio-economic class come to us through the media.
50. Questions about class
• How are different classes represented in
entertainment, advertising, and news media?
• What specific images, words, and sounds
contribute to our understanding of how a specific
class is portrayed?
• Does the media make assumptions about what
certain classes own, what they do for work, where
they live?
• What impact do these representations and
assumptions have on the opportunities and
possibilities for real individuals of different classes
in their personal and professional lives?
51. • One of the major goals of representational
analysis is to understand elements of a
signifying system in relation to each other. That
relation, furthermore, is neither static nor
eternal. It changes across culture and across
time
• Per the etextbook, what is the role of relationality in
media studies? What kind of questions could be
more productive? Discuss the example of ESPN
Magazine’s cover on Fig. 14.
52. • There is a tendency to analyze representations
in binary terms: black or white, rich or poor,
good or bad. This might prove useful in a very
simple type of media representation.
• It is more productive to ask how it relates to
other elements rather that whether it is positive
or negative, as the latter question is often
subject to personal judgment
53.
54. On reality and Representation
• In what ways are the characters real, and in
what ways do they seem to be stereotypes or
caricatures?
• Do the characters have real emotions — and a
full range of emotions?
• Do they look like real people, or like models
and pin-ups?
55. On Gender
• How is their gender important to the roles that
they play (or is it)?
• To what extent, are the characters in roles that
could not have been played by an actor of the
opposite gender?
• Is the show playing with gender?
56. On sexual orientation
• How is their sexual orientation important to the
roles that they play (or is it)?
57. On Race/Ethnicity
• What presumptions of race are in the television
show?
• Are the characters doing things or finding
themselves in situations that are stereotypical
to their race?
• Are the characters doing things or put in
situations that are presumed not typical to their
race?
58. On Class
• What presumptions of class are in the
television show?
• Are the characters doing things or finding
themselves in situations that are stereotypical
to their class?
• Are the characters doing things or put in
situations that are presumed not typical to their
class?
59. Writing assignment 6
• After watching this episode, discuss how race,
class, gender, and sexual orientation are
represented on this show.
• Discuss four instances from the episode where
these categories are represented.
• Choose one of these instance and write about
it in one paragraph (150-200 words)
Editor's Notes
Sign: one particle, one atom, one small thing.
Signs gaining the meaning via language system. System of signs, linking each others. It gives us the norms and conventions to use of sign.
Language works with Culture, which provide the code to interpret the language.
Perhaps the greatest complaint about the Bechdel Test, though, is the notion that it ends conversations instead of starting them. You just check the boxes and mark a movie "pass" or "fail." But that one is definitely not true — the Bechdel Test is often a part, or the beginning, of a larger and more complicated conversation about female representation in movies.
Let's admit the Bechdel Test is not fool-proof, since Gravity fails and a film where women talk about pedicures for 30 seconds would pass. The Test is still invaluable — precisely because so many films (and books) fail it. It's not a film-by-film metric, it's a barometer showing where we are in general. And it forces you to think, in aggregate, about why so many films would fail.
But yes — the Bechdel Test is just the start of a conversation about how marginal women still are (in front of the camera and behind). And that, in turn, is part of an even larger conversation about how to have genre movies that 1) represent the human race more fully and 2) are less boring. And given how many men are getting to direct huge movies based on experience as production designers (Robert Stromberg), cinematographers (Wally Pfister) and writers (Roberto Orci) — none of which really guarantee that you'll be an accomplished director — it would be nice to see Hollywood also giving directing opportunities to women who've come at it via unconventional paths. That, in turn, would probably lead to more movies that passed both the Bechdel and audience-appreciation tests.